AbstractFrom intellectuals to policy-makers alike. All of the extraordinary output on the subject of al-Qaeda, has recently led to a number of far-reaching theories about the group which remain startlingly unexplored. The two assumptions, this paper examines and reveals each one's foundational role in assertions as well as debates about al-Qaeda, despite the relatively unexplored status of each. These 2 assumptions relate to: (1) the role of the internet in actual terrorist activity; and (2) the association between combating a global “Al-Qaeda and combating al-Qaeda in Iraq”.

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Introduction

Mueller's ever-burgeoning bookish literature which anyone familiar with terrorism would recognize, quickly titled the 'Six rather unusual propositions about terrorism'. Is what my research paper plays off. In 2005, Mueller's astute and incisive piece brought to the forefront six unfamiliar assumptions about terrorism that should already have spawned discussion among intellectuals in the field, but had not, until his work provocatively presented those propositions. In a similar stratum, this research paper focuses on 2 rather unfamiliar theories about al-Qaeda which I think demand far greater research, attention, and debate than Mueller's had received thus far. It is my intention to focus these reflections on some insufficiently explored theories regarding particularly al-Qaeda. However, most of the theories relate more broadly to terrorism concerning issues in general. What is meant here by the phrase ' moderately unfamiliar assumptions '? By ' unfamiliar ', this dialogue proposes that the thinking explored here prowl beneath many of the affirmations made by intellectuals on al-Qaeda. This coupled with getting beneath many of the affirmations frequently put forward by political types (politicians and policy-makers). Humbly, this is not to imply that these particular assumptions are shared universally: in fact, many of the theories are really opposing pairs of, dichotomous conjectures, with those partisan to one side of a certain debate embracing that conjecture while their opponents reciprocate the other. Centrally the point is that these outright and crucial foundational notions concerning al-Qaeda, are for many assertions made by those addressing key issues and debating in the field.

By ' assumptions ', these reflections suggest that Mueller's six assumptions have been given inadequate attention in terrorism scholarship and dialogue. Not saying that these assumptions have been converted into the bases for other claims because they have been considered so obviously true and were taken for granted, or so indispensable research as to be automatically accepted for any scholarship whatsoever to continue. Contrarily, these assumptions engross some complex, consequential matters. This being said too often they have been accepted and neglected in favor of important research in other directions. What I hope to achieve with this paper is to draw attention to them, and in doing so, persuade their investigation through due diligent research and in depth analyses. Far too often these assumptions have not been totally ignored, but they have been left moderately unexplored. In addition, they also have been taken as the basis for other claims and assertions. For this reason, this research paper investigates 2 of the six assumptions, in an attempt to reveal what is habitually taken for granted in many conversations about al-Qaeda. This coupled with the consequent penalty for assertions made about counterterrorism and terrorism. In addition, proposals for how each assumption could be explored more completely and systematically are offered. This research paper then concludes by making a note of social science, and that it may...
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...﻿Exercise 1: Data Interpretation
Dissolved oxygen is oxygen that is trapped in a fluid, such as water. Since many living organism requires oxygen to survive, it is a necessary component of water systems such as streams, lakes and rivers in order to support aquatic life. The dissolved oxygen is measured in units of ppm—or parts per million. Examine the data in Table 4 showing the amount of dissolved oxygen present and the number of fish observed in the body of water the sample was taken from; finally, answer the questions below.
Table 4: Water Quality vs. Fish Population
Dissolved Oxygen (ppm)
0
2
4
6
8
10
12
14
16
18
Number of Fish Observed
0
1
3
10
12
13
15
10
12
13
1. What patterns do you observe based on the information in Table 4?
With the increase of dissolved oxygen the number of fish observed significantly increase after 4ppm of dissolved oxygen in the water.
2. Develop a hypothesis relating to the amount of dissolved oxygen measured in the water sample and the number of fish observed in the body of water.
As dissolved oxygen in the water increases the more fish will be observed. This is due to the need for oxygen in the water to aid in cellular respiration/ventilation to sustain aquatic life.
3. What would your experimental approach be to test this hypothesis?
The experiment will need constant water source; such as a lake or pond within each individual container. Each container will have the same water source but...

...Exercise 1: Data Interpretation
Table 1: Water Quality vs. Fish Population
Dissolved Oxygen | 0 | 2 | 4 | 6 | 8 | 10 | 12 | 14 | 16 | 18 |
Number of Fish Observed | 0 | 1 | 3 | 10 | 12 | 13 | 15 | 10 | 12 | 13 |
1. What patterns do you observe based on the information in Table 1?
-The more dissolved oxygen in the water, the more fish is observed in that area of water.
2. Develop a hypothesis relating to the amount of dissolved oxygen measured in the water sample and the number of fish observed in the body of water.
-If there is more dissolved oxygen in the water, there will be more fish present in the area the water sample is taking from.
3. What would your experimental approach be to test this hypothesis?
-I would test the dissolved oxygen in different areas of water, keep track of the fish in those areas and compare the results.
4. What are the independent and dependent variables?
-Independent- Dissolved Oxygen
-Dependent- Fish
5. What would be your control?
-No Control
6. What type of graph would be appropriate for this data set? Why?
-A line graph will be appropriate because it supports the hypothesis and provide clear results.
7. Graph the data from Table 1: Water Quality vs. Fish Population (found at the beginning of this exercise). You may use Excel, then “Insert” the graph, or use another drawing program. You may also draw it...

...Lab1: Introduction to Science
Exercise 1: Data Interpretation
1. What patterns do you observe based on the information in Table 1?
- The more dissolved oxygen in the water the more fish they observed.
2. Develop a hypothesis relating to the amount of dissolved oxygen measured in the water sample and the number of ﬁsh observed in the body of water.
- Having more dissolved oxygen increases the number of ﬁsh observed in the body of water.
3. What would your experimental approach be to test this hypothesis?
- To test this hypothesis my experimental approach would be testing different bodies of water or testing one and just testing different areas while tracking the fish.
4. What would be the independent and dependent variables?
-The independent variable would be the dissolved oxygen, and the dependent variable would be the fish.
5. What would be your control?
-I would not have one.
6. What type of graph would be appropriate for this data set? Why?
- I would use a line graph because it will show the relationship between the two variables effectively.
7. Graph the data from Table 1: Water Quality vs. Fish Population table
8. Interpret the data from the graph made in Question 7.
-As the amount of dissolved oxygen increases so does the number of fish observed
Exercise 2: Testable Observations
1. When a plant is placed on a window...

...Name: Karen Brockert
Date: 01/05/2015
Instructor’s Name: Professor Jackson
Assignment: SCI203 Phase 1Lab Report
Title: Human Impacts on the Sustainability of Groundwater
Part I: Using the time progression of industrialization and human development, fill in the data
table below to help you write up your lab report
Time
Period
Impact to
Forest
Ground
water
levels
plenty
Saltwater
Intrusion
Farming
Industrial
development
Populati
on
1800s
enormous
none
minute
none
limited
1900s
Down
50%
Down 50%
Moved
into
Larger but
fewer
Exceptional
growth
increased
2000s
Down
90%
Down 90%
Greater
movement
Same #
size down
20%
Down
10-15 %
Down
10-15 %
Part II :
The purpose of this lab is to show the sustainability of groundwater, if human
development continues, at the same rate it has been, over the last few decades.
Over the last 50 years our water demand has tripled, which is causing water tables all
over the world to fail, and when these aquifers are depleted, worldwide food production
will fall.
I have looked over the data provided, and have come to the conclusion, that if we do not
control our population, we will likely experience worldwide famine, maybe even have it
as the catalyst for the next world war.
Data collected from the M.U.S.E. in the virtual classroom, located at cut online, also
researched on the internet, from the Google search bar, Nairaland forum, and WOA.
Documentation, from these...

...
metric ruler
100 mL graduated cylinder
250 mL beaker
rectangular solid (child’s block)
metal sample (fishing weight)
Procedure
Part I: Rectangular Solid
Mass:
Use the balance to determine the mass of the rectangular solid.
Record the mass to the nearest 0.01 g in the data table.
Volume:
Use the metric ruler to measure the length, width, and height of the rectangular solid.
Record these measurements to the nearest 0.1 cm in the data table.
Calculate the volume using the following formula:
Volume (cm3) = length (cm) x width (cm) x height (cm)
Record the volume in your data table to the correct significant figures.
Mass (g)
Length (cm)
Width (cm)
Height (cm)
Volume (cm3)
12 g
3 cm
2 cm
1 cm
2 cm^3
Part II: Liquid
Mass and Volume:
Determine the mass of the empty 100 mL graduated cylinder.
Record the mass to the nearest 0.01 g in the data table.
Pour tap water into the 100 mL graduated cylinder up to the 50 mL mark. To obtain a proper reading, your eye level should be the same as the water level. Be sure to place the graduated cylinder on a flat surface. Move your eye to the level of the water in the cylinder. Do not lift the cylinder. Notice the curve in the center of the water level. The curve is called the meniscus. The volume of the liquid is read from the bottom of the meniscus.
Record the water level to the nearest 0.1 mL in the data table.
Determine the mass of the cylinder with...

...
Animal and Plant Cell
Comparison Lab
By: Hamiz Jamil
Daniel Levin
Justin Mackeigan
Arash Kamali
Science 8C1
Due Date: Thursday November, 20th
Table of Contents
1.
2.
3.
4.
5.
6.
7.
8.
Background Information……………………………...page 3
Purpose………………………………………………...page 3
Hypothesis……………………………………………..page 3
Materials………………………………………………..page 4
Procedure……………………………………………....page 4­5
Observation/Diagrams………………………………...page 5­7
Conclusion……………………………………………...page 7
Discussion……………………………………………...page 8­9
Background Information
All living organisms are made up of cells, (Humans, plants, etc). Without cells, humans
couldn’t function. There are over 37 trillion cells in the human body, and each cell needs
every single organelle within it to function, if one stops working, the entire cell would
stop working. The Animal cell has a very irregular shape, and the Plant cell has a
regular shape (rectangle), and are extremely similar, the plant cell just has a few more
organelles, like the cell wall (which provides extra protection for the cell because the
plant cell needs it), and the chloroplasts (which makes the food for the plant). Animal
cells generally tend to be smaller than plant cells. Both cells are vital for us in our day to
day lives, because without plant cells, there ...

...Using Gravitational Force as a Measurement Tool Answer the following questions about the results of this activity. Record your answers in the boxes. Send your completed lab report to your instructor. Dont forget to save your lab report to your computer Activity 1 Record your data from Activity 1 in the boxes below. Enter the data for the sample you used in each trial (5000 rpm, 10000 rpm, etc) in the appropriate columns and the corresponding g-force, number of layers, and position of layers position results. You will need to use the following formula to assist with your laboratory report G-force 0 00001118 x radius of centrifuge arm x (rpm)2 The radius of the centrifuge arm for this instrument is 10 cm. Speed 5000 rpm 10000 rpm 15000 rpm 20000 rpm G-force27951118025155 44720 Number of Layers 2 4 5 3 Position of Layers Top and middle of tube 2 at the top And 2 in the middle/bottomAll layers nearly equidistance from each other from top to bottom 1 layer in top 1 layer in middle The rest on the bottom Explain what happens to the G-force as the speed of the centrifuge increases. Which is likely the best speed to separate the components of this soil sample Why Describe in which layers you are likely to find the organic matter, gravel, sand, silt, and clay at the following speeds 5000 rpm 15000 rpm Activity 2 Record your data from Activity 2 in the boxes below. Enter the data for the...